Syftet med studien är att undersöka hur pedagoger som undervisar i akustisk, nylonsträngad gitarr inom musik-och kulturskolan förhåller sig till musikgenrer i undervisningsinnehållet. Detta har studerats med avseende på hur repertoaren väljs genremässigt och vad som har inverkan på detta. Datainsamlingen har gjorts med utgångspunkt från kvalitativa intervjuer med tre gitarrpedagoger. Resultaten visar att genrebredd präglar undervisningen. En viktig aspekt av detta ur pedagogens perspektiv är att visa på gitarrens bredd och möjligheter. Ur ett elevperspektiv ges möjligheter till inflytande över undervisningsinnehållet. Studien visar att förutsättningarna för gitarrundervisning har förändrats över tid i takt med IT-utvecklingen och elevernas allt större musikaliska medvetenhet. Studien pekar på att pedagogerna måste förhålla sig till såväl tradition, samtid som elevinflytande i valet av undervisningsinnehåll med avseende på genrer.

<p>The purpose of this study is, on one hand, to obtain an understanding of how children in municipal music- and culture schools choose instruments and what forms of recruitment methods they are subjected to, and on the other hand, how you can make them continue to play once they have begun.</p><p>To acquire this information, I have interviewed five music teachers and two principals at municipal music- and culture schools in Värmland. The questions treated, among other things, what affects children’s instrument preferences, recruitment methods and what you can do to keep interest for the chosen instrument alive.</p><p>The result of the study shows some apparent tendencies. Even though some of the instruments have trouble recruiting students and other instruments have trouble keeping them, the old methods, which obviously do not work in a satisfactory manner, are still being used. Instead, increased commitment at the occasion of recruitment, more group teaching which strengthens the social bonds through role models and a will to have the courage to change the organization when it does not work, is required.</p>

The purpose of this study is, on one hand, to obtain an understanding of how children in municipal music- and culture schools choose instruments and what forms of recruitment methods they are subjected to, and on the other hand, how you can make them continue to play once they have begun. To acquire this information, I have interviewed five music teachers and two principals at municipal music- and culture schools in Värmland. The questions treated, among other things, what affects children’s instrument preferences, recruitment methods and what you can do to keep interest for the chosen instrument alive. The result of the study shows some apparent tendencies. Even though some of the instruments have trouble recruiting students and other instruments have trouble keeping them, the old methods, which obviously do not work in a satisfactory manner, are still being used. Instead, increased commitment at the occasion of recruitment, more group teaching which strengthens the social bonds through role models and a will to have the courage to change the organization when it does not work, is required.

Mitt syfte med den här uppsatsen är att undersöka om det finns ett samband mellan de försämrade musikteoretiska kunskaperna bland de sökande till musikhögskolorna och utbudet av teoriundervisning på de svenska musik- och kulturskolorna. För att uppnå detta har jag gjort en kartläggning av förekomsten av musikteori som enskilt ämne på de svenska musik- och kulturskolorna, samt hur denna bedrivs. Jag har använt mig av en enkät som rektorer eller lärare i musikteori har svarat på, samt undersökt antagningsproven (C-proven) i musiklära och satslära från olika år på Ingesunds musikhögskola. Enkätsvaren visar att en tredjedel av dem som svarat, erbjuder musikteori som eget ämne. Dessa skolor hittar vi i både stora och små kommuner medett varierat elevantal. Musikteorin verkar inte ha minskat nämnvärt under de senaste 9 åren. Hos de skolor som inte har teoriundervisning uppges anledningen vara dålig ekonomi, men hos de skolor som har haft, men tvingas lägga ner teoriundervisningen anges orsaken vara bristande elevintresse. Jag har även undersökt lektionernas utformning, lärarnas behörighet, integration av musikteori i instrumentallektionerna och marknadsföring av ämnet. I diskussionen resonerar jag om resultatet kan ge en förklaring till problemet med sjunkande kunskaper i musikteori. Svaren pekar på att det troligtvis inte är ett minskat utbud av musikteori, utan en minskad efterfrågan, som gör att kunskapsnivån har sjunkit. / The purpose of this study is to examine if there is a connection between the diminishing knowledge of music theory of applicants to colleges of music, and the offering of music theory in the Swedish music and culture schools. In order to reach this goal, I conducted a survey of the prevalence of music theory among the Swedish music and culture schools, and how this is organized. I have used a questionnaire in which the principal or the teacher of music theory has responded to, and I have examined the entrance examinations (C-test) in basic theoretical knowledge and harmony from different years at The Music Academy of Ingesund. Survey responses indicate that a third of those who answered, offer music theory as its own subject. These schools can be found in both large and small municipalities, with a varied number of students. Music theory does not seem to have decreased significantly over the past nine years. Among the schools that do not offer music theory, the main reason given for this is a poor economy. But among schools who offered music theory but were forced to discontinue, the main reason given were the students' lack of interest. I have also investigated the structure of the lesson, certified teachers, integration of music theory in instrumental lessons and the marketing of the subject. In the section where I discuss the results, an explanation may be found as to why there appears to be a declining knowledge of music theory. The responses indicate that while music theory is still generally offered as before, there is a reduction in demand, which may cause the knowledge level to decrease.